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Examining the Communication Strategies Utilized During an Organizational Change Within Universities’ Branch Campuses University of New England DUNE: DigitalUNE All Theses And Dissertations Theses and Dissertations 8-2020 Examining The Communication Strategies Utilized During An Organizational Change Within Universities’ Branch Campuses Portia R. Stallworth University of New England Follow this and additional works at: https://dune.une.edu/theses Part of the Educational Leadership Commons, and the Higher Education Administration Commons © 2020 Portia R. Stallworth Preferred Citation Stallworth, Portia R., "Examining The Communication Strategies Utilized During An Organizational Change Within Universities’ Branch Campuses" (2020). All Theses And Dissertations. 326. https://dune.une.edu/theses/326 This Dissertation is brought to you for free and open access by the Theses and Dissertations at DUNE: DigitalUNE. It has been accepted for inclusion in All Theses And Dissertations by an authorized administrator of DUNE: DigitalUNE. For more information, please contact [email protected]. EXAMINING THE COMMUNICATION STRATEGIES UTILIZED DURING AN ORGANIZATIONAL CHANGE WITHIN UNIVERSITIES’ BRANCH CAMPUSES By Portia R. Stallworth Bachelor of Arts (University of South Alabama) 2011 Master of Science (University of West Alabama) 2014 A DISSERTATION Presented to the Affiliated Faculty of The College of Graduate and Professional Studies at the University of New England Submitted in Partial Fulfillment of Requirements For the degree of Doctor of Education Portland & Biddeford, Maine August, 2020 Copyright by Portia R. Stallworth 2020 ii Portia R. Stallworth August 2020 Educational Leadership EXAMINING THE COMMUNICATION STRATEGIES UTILIZED DURING AN ORGANIZATIONAL CHANGE WITHIN UNIVERSITIES’ BRANCH CAMPUSES Abstract In this interpretive phenomenological study, the researcher sought to understand the lived experiences of branch campus administrators’ perceptions of the communication strategies utilized during a pervasive organizational change. Minimal research has been conducted surrounding the specifics of the communication strategies that have effectively and successfully matriculated branch campus administrators through an organizational change. To gain a better understanding of the lived experiences and perceptions of the communication strategies utilized during a branch campus organizational change, 35 members of the National Association of Branch Campus Administrators completed a qualifying survey. A semistructured interview was conducted with 10 branch campus administrators who had worked at a nonprofit, 4-year, regionally accredited university within the United States and had experienced a branch campus organizational change within the last five years. Data collected from the interviews revealed that there were connections between the organizational relationship of the main campus with its branch campuses and participant perceptions of the effectiveness of the communication strategies utilized. Furthermore, branch campus leaders played an intricate role in how well their teams received information, remained motivated during the organizational change, and successfully matriculated through the change. Lastly, empathetic communication emerged as a necessary component when branch campus administrators engaged with their staff throughout the organizational change. iii University of New England Doctor of Education Educational Leadership This dissertation was presented by Portia R. Stallworth It was presented on August 25, 2020 and approved by: Ella Benson, Ed.D., Lead Advisor University of New England Jennifer Galipeau, Ed.D., Secondary Advisor University of New England Felicia Wilson, Ph.D., Affiliate Committee Member Saint Leo University iv ACKNOWLEDGEMENTS I must first thank my Heavenly Father, who has sustained me through this journey. I would like to thank the faculty and staff at Clark Atlanta University that encouraged me to take this leap of faith and begin my doctoral journey over 4 years ago. I would also like to recognize my committee members who have supported, encouraged, and advised me with such care throughout this process. I am also grateful to the colleagues in my cohort; we created a space for each other to allow vulnerability and I know this journey would not have been the same without each of you. In addition, I must thank my support system, my father, family and friends. Thank you all for being a listening ear, providing an encouraging word, and for always making sure I remained focused on the goal at hand. Lastly, thank you to my mother and my brother who began this journey with me, but passed away before I completed. Thank you for celebrating this victory on this side and in heaven. v TABLE OF CONTENTS CHAPTER 1: INTRODUCTION ................................................................................................... 1 Statement of Problem ............................................................................................................... 5 Purpose of Study ...................................................................................................................... 6 Research Questions .................................................................................................................. 7 Conceptual Framework ............................................................................................................ 8 Assumptions, Limitations, and Scope ...................................................................................... 9 Assumptions ...................................................................................................................... 9 Limitations ...................................................................................................................... 10 Scope ............................................................................................................................... 10 Rationale and Significance ..................................................................................................... 12 Definition of Terms ................................................................................................................ 13 Conclusion .............................................................................................................................. 15 CHAPTER 2: LITERATURE REVIEW ...................................................................................... 17 Background ............................................................................................................................ 17 Conceptual Framework .......................................................................................................... 20 Eight Steps to Leading Change and Strategic Employee Communication Models ........ 21 Concluding Conceptual Framework ............................................................................... 24 Understanding Organizational Change .................................................................................. 25 Resistance to Organizational Change .............................................................................. 27 Commitment to Change .................................................................................................. 29 Organizational Culture .................................................................................................... 30 Transformational Leadership and Organizational Change ............................................. 33 vi Communication during Organizational Change ..................................................................... 34 Defining Communication ................................................................................................ 35 Forms of Communication ............................................................................................... 36 Effects of Poor Communication in the Workplace ......................................................... 38 Organizational Change in Higher Education .......................................................................... 40 Creation of Branch Campuses ......................................................................................... 41 Conclusion .............................................................................................................................. 43 CHAPTER 3: METHODOLOGY ................................................................................................ 45 Purpose of Study .................................................................................................................... 46 Research Questions ................................................................................................................ 46 Research Design ..................................................................................................................... 47 Site Information and Population ............................................................................................. 47 Sampling Method ................................................................................................................... 48 Instrumentation and Data Collection .............................................................................. 50 Data Analysis ......................................................................................................................... 51 Participants’ Rights ................................................................................................................ 53 Limitations of the Research Design ......................................................................................
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